The Relationship Between The Treaty Of Waitangi Essay

This essay will explore the relationship between the Treaty of Waitangi (ToW) and the inequities in type II diabetes between MÄ ori and non-MÄ ori. It is evident that disparities such as quality of care and access to care can be linked to the three breaches in articles under the MÄ ori version of the ToW. To demonstrate the inequities in diabetes the 1852 New Zealand Constitution Act, 1907 The Tohunga Suppression Act, Orewa Speech and .. will be used to create a causal link using the Williams model as a guide. The Nursing Council of New Zealand guide will be used to demonstrate the incorporation of the ToW principles into a framework to address inequities between MÄ ori and non-MÄ ori. PART A STARTThe Ministry of Health (2013) defines Type II diabetes as when a person’s body does not produce enough insulin or the cells cannot absorb the insulin. Type II diabetes is closely linked with obesity and cardiovascular disease, otherwise known as the common risk factors for type II diabetes. Historically, type II diabetes was predominantly an adult disease however recently the prevalence of type II diabetes in children is becoming more common, which is largely contributed to obesity. Currently, there are over 240,000 New Zealanders diagnosed with type II diabetes, though that is said to be underestimated by another 100,000 who do not know they are type II diabetic. At present, there is no cure for type II diabetes, though keeping blood sugar level constant is consider treatment. ThisShow MoreRelatedThe Treaty Of Waitangi And New Zealand Essay1555 Words   |  7 PagesIntroduction The Treaty of Waitangi is one of the most important documents in relation to New Zealand’s political and social history. It set out an important agreement between the British Crown and the native inhabitants of New Zealand, the Maori (Waitangi Tribunal, n.d.). This agreement established Crown rights over the land of New Zealand and, for the Maori, the guarantee of the protection of their interests as well as giving them the same rights as the British settlers (Ministry for Culture andRead MoreThe Treaty Of Waitangi And New Zealand Essay1100 Words   |  5 PagesThe Treaty of Waitangi has a high importance in New Zealand. It is the first formal document establishing the principles and rights in our country. (Kingi ,2007, p. 4) The Nursing Council of New Zealand (2011, p. 21) stated that the definition of the Treaty of Waitangi is that it is, â€Å"The founding document for Aotearoa/ New Zealand signed in 1840 by Maori people and the British Crown.† The Treaty of Waita ngi was â€Å"designed as a platform for Maori Health development† in order to help the decreasingRead MoreThe Treaty Of Waitangi / Te Titiri O Waitangi1160 Words   |  5 PagesMy topic that I will be discussing is the treaty of Waitangi / Te Titiri o Waitangi. Throughout this essay I will give an outline of the history and reasons for the signing of Te Tiriti o Waitangi and briefly discuss the significant differences between the MÄ ori and English translations. Then I will show understanding of the ways in which the treaty was breached and provide two examples. I will also provide evidence showing the relationship between these breaches and the effect they have made onRead MoreWhy Should Maori Cultural Preferences Be Important For Counseling Practice? Essay1743 Words   |  7 Pages1. Define the terms â€Å"Tino Rangatiratanga† and â€Å"Kawanatanga† in relation to the Treaty of Waitangi. Tino Rangatiratanga is a Maori vernacular meaning absolute sovereignty or full chieftainship (Orange, 2012).The phrase was coined in the Treaty of Waitangi Maori version signed both by the British Crown and Maori chiefs in 1840 when referring to the governance of the Maori chiefs. It was repeatedly used over the Treaty even if it varies from its English translation as compare to its original meaningRead MoreAboriginal Population : Chief Hone Heke1490 Words   |  6 PagesTaiwhanga, was in favour of the signing of the treaty. Hone Heke told Hobson at a meeting [discussing the treaty]: â€Å"Governor, you should stay with us and be like a father. If you go away, then the French or the rum sellers will take us Maori over. How can we know what the future will bring? If you stay, we can be ‘all as one’ with you and the missionaries.† The quote ‘all as one’ was also used by Hobson when shaking acknowledging Maori after they signed the treaty. Missionaries and British officials commonlyRead MoreColonisation Assignment1595 Words   |  7 Pagesthe process of British migrants settling down in the country and building a government after the signing the Treaty of Waitangi in 1840. History of immigration (2005) explains that large numbers of people from Britain came to New Zealand in 1840, after the agreement with Maori gave This assignment will define colonisation in the Aotearoa New Zealand context and discuss how Te Tiriti o Waitangi relates to colonisation for both Maori and non Maori. It will also discuss how colonisation has impacted onRead MoreMy Responsibility As An Early Childhood Education1232 Words   |  5 Pagescontemporary perspectives relating to the Treaty of Waitangi, followed by the initiatives that contribute to providing equitable opportunities for MÄ ori. Following this, will be a discussion on what Kaupapa MÄ ori and tiriti-based pedagogy is and looks like in an early childhood setting and subsequent ly, how my teaching practice supports these requirements and contributes to my commitment to the process of ongoing bi-cultural development. The Treaty of Waitangi is a written agreement that was made onRead MoreThe Treaty Of Waitangi Or Te Tiriti O Waitangi1676 Words   |  7 Pagesthe history of The Treaty of Waitangi or Te Tiriti o Waitangi, how, why and when it was created. The preambles of Te Tiriti o Waitangi what its purposes were and the Articles within Te Tiriti o Waitangi and how they were interpreted which led to considerable confusion. How a small business like Kai Ora Honey has become successful and how it can relate back to Te Tiriti o Waitangi to make a link to one of the Articles. Finally finishing with my thoughts on Te Tiriti o Waitangi from what I know andRead MoreThe Treaty Of Waitangi : A Feature Of The New Zealand History1267 Words   |  6 Pages Part 1: The Treaty as a Feature of the New Zealand History The Treaty of Waitangi has always been Aotearoa, New Zealand’s founding document, however it’s status continues to change over time. Signed over 175 years ago, February 6th 1840, the document continues to cause much controversary and debate in its meaning and interpretation (Orange, 2011). It is the history that keeps repeating itself. During pre-colonisation of New Zealand, Britain entered partnership with Maori as protection from otherRead MoreThe Treaty of Waitangi1619 Words   |  7 PagesWhen dealing with two vastly separate cultures from different worlds, it becomes apparent how things can get misconstrued. Te Triti O Waitangi is the starting point of a complex piece of Aotearoa history. This essay gives a short commentary on the context around the signing of Te Tiriti. It includes the articles and inconsistencies between the documents. Further discussion identifies breaches of Te Tiriti in regards to health and the consequences for Maori. Finally the potential role that Te Tiriti

Heroes Are People Who Overcome Antagonism in a Mature Way,...

A person who overcomes antagonistic and unnecessary issues in a mature and powering manor. That is the definition of a hero to me. Someone who is being hurt and sees others hurt from the actions and takes charge and does everything in his power to change it. Someone who puts others before themselves and acts in the most chivalrous way. The definition of a hero is different for everyone. Some one might think of a hero as someone who can lift a car and put it on their back, or gives a dying person their kidney. Yes all of those people are forms of hero’s. You can’t tell someone that they are not a hero just because they don’t change into a disguise in a telephone both or can throw lightning bolts from a cloud. Everyone is a hero in their†¦show more content†¦Obviously Tyler is not the most popular kid in school. He only has one friend, plus his sister. So his sister and his best friend start dating and everyone in the school thinks he is the guy who pushe d poor innocent Bethany into broken glass. The school year is going by and Tyler’s dad is being the same ignorant person he is and Bethany’s brother Chip and his friends dislike him more and more. But Bethany and Tyler are getting closer and Tyler thinks she is starting to like him. She tells him to come to a football game with her and a party afterwards. He has never been to a high school party before but the most popular girl just asked him to go with her so he couldn’t turn her down. They go to the party and she has way to much to drink and she gets mad at him when he says he wont do anything with her because he said it would be taking advantage of her. She leaves him and he doesn’t see her for like an hour. When he finds her, Chip is trying to drive him and two other people home, when he is drunk. So Tyler stops them and tells them he would drive them. So he does and goes home. The next night the police show up at his house to talk about pictures that were taken of Bethany when she was drunk at the party and posted online. His father is furious with him and says the most awful things to him. Meanwhile the whole school thinks it was him so they all hate him. The principal

SMIO Group Element Strategic Management In Organisations Free Essays

string(53) " for more specific entry and expansion instructions\." ALL Analyses and critically evaluate the environments in which strategic management and change takes place and assessing the appropriate organizational responses (analysis, enquiry). 4 Explore and evaluate critically the contemporary literature on strategic leadership, management and decision-making and how it relates to successful organization progression in a global environment (knowledge and understanding). ALL Understand, critically evaluate and apply contemporary ideas on strategic aspects of decision-making in effective risk assessment during organizational change (integration, knowledge and understanding). We will write a custom essay sample on SMIO Group Element Strategic Management In Organisations or any similar topic only for you Order Now Assignment set by: Peter J Consider Assignment verified by: Scrutiny Panel and External Examiner Assignment Instructions Your team must be submit by the due dates as stated below and will be vomited electronically via Turning and for which you will be issued instructions. The only circumstance in which assignments can be submitted late is if an extenuating circumstances form is submitted at the same time. This group element is weighted at 15% of the overall marks available on this module, and which are allocated as follows: 1) Group work – Country Manager Initial Strategic Audit and Internationalization plan† Submit by 9th February 201 5 by no later than 17. 00 pm (see page 7) 2) Group work – Country Manager Final â€Å"End-Game† Report: Submit by 4th May 2015 by no later than 17. 00 pm (see page 9) Detailed briefing and instructions are given herein. Strategic Management In Organizations Assignment Brief – Country Manager ALLELES Business Game Simulation. The Country Manager Simulation (or business game), will give you and your team a rewarding and engaging opportunity to actually manage the international expansion activities for a multinational company. During lectures, tutorials and workshops will be exploring the complex arena of Strategic Management and International Strategic management from various perspectives real world perspectives. You will note from your module handbook that we will be devoting part of the aerogramme to learning using the Country Manager (ALLELES) simulation. The output from this will form a part of your final assessment on this module. The ALL SMILE case will also be used as an assessment vehicle for you to demonstrate your learning on the theory and concepts which we will be exploring in the lectures, tutorials and in your self-managed readings. Each team will develop and implement strategies for entering into and expanding throughout the Latin American region for a consumer packaged goods firm that manufactures and markets toothpaste. You will determine which countries to enter, when to enter them, where to reduce your products, which customers to target, the products you want to launch and at what prices, the channels through which you want to sell, and manage various marketing communications activities. The simulation will enable you to â€Å"learn by doing†. Your team will develop a marketing plan. Then you will manage the business by implementing your plan (making decisions) over a simulated eight-year period. Finally, you will complete an end-of-game report. You will as the course progresses be drawing on a range of concepts and theories to help your knowledge and understanding and other learning outcomes and which will inform the analysis, evaluation, development and implementation of international strategies. It is important that you reflect upon and draw on these and previous concepts and underpinning theories to inform your analysis, evaluations and decisions. You will be using the Country Manager simulation to evaluate and develop new international market entry and development opportunities. The simulation is based upon a wealth of country data (political, economic, social etc) and the company for which you are working is up against established competition. You will be developing market entry strategies, and managing regional expansion in Latin America. You will learn how to manage these activities to create customer value internationally. The value creation process involves understanding customers, collaborators, competitors, and a company’s own core competencies, and using this knowledge for competitive advantage and growth. The Country Manager simulation will entail initially establishing a new international market for entry as the home market has become saturated. Following a detailed comparative country analysis your team will then go onto establish a brand presence in that market. You will need to make decisions on he level of FDA to make and to go on to attempt to maximize the companies strategic and financial position in that country. You will then be expanding into additional foreign markets in Latin America. It is very important to read and become thoroughly familiar with the Country Manager ALL SMILE case study on. This case will be used not only dynamically in the simulation to develop your analysis and decision making skills, but will also be used to integrate with and apply key concepts/theories On ISM and overall help to make the learning process closer to reality than desk based case work Your team needs to develop a Strategic Marketing Plan – the roadman for managing your entry, growth, and expansion into Latin America. Before working on your Marketing Plan, read the entire Country Manager users manual. Your plan will cover most of these topics. In order to do so, you will need to use the various reports (environment, competition, internal) to analyze the current situation and forecast how it will (or how you want it to) change. The goal is to determine what strategy you want to set and how to implement it (I. E. , what decisions you will need to make) in order to maximize your nutrition to corporate headquarters. Because you report to both the Toothpaste Category Management and the Latin America organizations (see Figure 1 , page 8 of the user manual), you must work toward maximizing your country cumulative contribution as well as the overall cumulative contribution for the region. Your instructions are to do a sequential entry (waterfall) strategy into Latin America – that is, you are not to enter more than one country at a time. For example, you might enter one country in period 1 , a second country in period 3, a third country in period 5. You should enter at least three countries. See the next page for more specific entry and expansion instructions. You read "SMIO Group Element Strategic Management In Organisations" in category "Management" Initial Strategic Plan Entry Expansion Instructions Firstly, enter the Latin American market: Enter your first country. Begin by launching no more than 4 SKU. Add more SKU in subsequent periods as you believe the market bears and consistent with your strategy. You should advance two-three periods. Continue to play in the initial market, expanding into a multi-segment SST taste. Secondly, begin regional expansion: After establishing your business in the initial market, enter into one additional market in Period 3 or 4. Begin by launching 4 or more SKU in the second market. Continue to play in the initial and second markets, expanding your multi segment strategy. Thirdly, continue regional expansion: Continue to play in the initial market, and 2nd market, now expanding into a third market in Period 5 or 6. Follow the same procedure as above for the third market Complete all nine periods In the event that you have made a major blunder (e. G. , entering an MSP of 10. 0 instead of 1. 0), you must contact your tutor to replay a period. You must complete your final set of decisions within the specified schedule dates. Note: Be sure to keep a log of your decisions and results each period. After each period, save/print the Performance Summary (Consolidated – Internal). Con. Assessment part 1 . Initial Strategic Audit and Internationalization Plan. Group Work Submission (7. 5 % of available marks) – (state team number and members names on the assignment) This element will be submitted as a Poster (instructions provided and a blank Poster Template is available on Blackboard) via Turning by no later than 5. 00 PM on Monday 9th February 2014. Before working on your Strategic Plan, read the entire Country Manager case and manual. Then focus on Section 4 of the user manual. Your plan will cover most of these topics covered here. In order to do so, you will need to use the various reports (environment, competition, internal) to analyses the current situation and forecast how it will (or how you want it to) change. Your team’s primary goal is maximizing your overall cumulative contribution for the region. Note however you will note be assessed on the level of cumulative contribution you have achieved. Your secondary goals are maximizing your market share and brand equity in each country that you example, you might enter one country in period 2, a second country in period , a third country),’ in period 5. You should enter at least two countries. Your performance will be evaluated as follows: Country and regional performance relative to other teams on the following measures: o Cumulative net contribution o Anal period net contribution o Market share o Brand equity Your Plan should not exceed two AH poster sized sheets , using the given poster Template (adapt this as required, by adding â€Å"sub pages† and do include a full Harvard Reference to all sources of literature and case evidence – including the Country’ Manager case and any further research undertaken by your team. Aim to give a good visual impact for your poster by using applied models etc. You may add as supporting exhibits as you like to the poster. All exhibits must be referred to in your text. Your plan may be entirely or partially in outline form. Organism your Marketing plan as follows. 1. Make sure you include on the poster group members’ names 2. Executive Summary – one page description of your overall strategy (see items 3 to 7 below). 3. Situation analysis (opportunities and threats from a SWAT). 4 Vision, Mission and Key Strategic Objectives. 5. Market entry strategies (the sequence and timing of countries you will enter). 6. Manufacturing location and sourcing (including any changes you plan to make and when). 7. Target marketing strategy (for each country you plan to enter). Each target market should represent a combination of demographics and benefit (e. G. , older healthy; see cross-section under â€Å"Brands Purchased† reports). 8. Strategic Positioning and marketing mix strategies (target specific UP strategies for each country you plan to enter). 9. Regional standardization (any manufacturing and marketing resources you plan to share across markets). 0. Market share objectives (end-of-game racket shares for each country you plan to enter). 11. Appendix containing all referenced Exhibits and a List of references to Harvard Standard. You plan will be submitted on-line via Turning for which you will be given specific instructions and will be submitted in the form of a poster and for which a blank template is incl uded on the modules Blackboard site. This Poster template Can be adapted but must not be longer than two AH sized pages and with a minimal font size of Arial 24 Additional guidelines will be made available on Black Board on preparing your group poster. Assessment part 2 (7. 5 of available marks). Country Manager Final Report Group Work Submission – (state team number and members names on the assignment) This element must be submitted via Turning no later than 5. 00 PM on 4th May 2015. Each team is to submit a final â€Å"end game† group report that describes your team’s performance and what you learned about being a country manager for a company expanding internationally. Your final â€Å"End-Game† group report is not to exceed five (5) pages of text (double-spaced, 1†³ margins, 11 or 12- point Times New Roman or Arial font). Your Appendix may include supporting exhibits or reports which must be referred to in your text. Organism your teams Final Report as follows: 1. Cover sheet with team members’ names, countries entered, and date. 2. Reflections upon your team’s successes and failures in implementing your strategy and objectives (as described in your Group Strategic Audit and Plan poster). (use available data /Metrics and relate to appropriate theory) 3. Appendix. Your Appendix should include (but is not limited to) country and regional performance. Include the following Period 6 (end of game) information: o Cumulative net contribution for the region o Net contribution for each country o Market share for each country Brand equity for each country Your teams performance will not be evaluated or graded in terms of final marks but your report should include: Country and regional performance relative to other teams: o Regional cumulative and final period net contributions and brand equity. Country and regional absolute financial performance: o Regional cumulative and final period net contributions. Country market shares and brand equities. Assessment Criteria Descriptor percentages 0-39% Pass (3rd) 50-59% Pass (2;ii) 60-69% pass (2;I) Demonstrate a systematic understanding and critical evaluation of the key aspects of the strategic management process (LOL – knowledge understanding) Demonstrates very limited knowledge understanding. No use of relevant theory from module lectures or elsewhere. Demonstrates limited knowledge understanding. Some evidence of relevant theory. Occasional errors in understanding. Demonstrates some knowledge understanding. More than 1 or 2 theories introduced. But not extensively coherently applied to the case(s). Limited critical evaluation. Demonstrates good knowledge understanding. Uses a number of relevant theories, demonstrating evidence f wider reading and understanding beyond module lectures. Some evidence Of critical evaluation. Demonstrates very good knowledge understanding. Confidently introduces a number of relevant theories from the lecture notes wider reading. Critically evaluate key aspects of strategic management process. Demonstrate the ability to compare different theories and perspectives of strategic management and use and appraise them appropriately (ALL – learning, analysis) Overwhelmingly descriptive content with little or no application of theory from lecture notes. Mainly descriptive content, but with some limited attempt o apply theory to case(s). Some descriptive content arguments may not be fully developed. More in-depth analysis is evident. Answer is supported by range of well-selected theories. Evidence of extensive analysis. Applies range of relevant theories in a coherent and convincing way to the case(s). Critically evaluate theories and concepts of strategic management. Analyses and apply appropriate problem solving techniques plus knowledge learned to solving complex business problems (ALL – analysis, application, problem solving and reflection) Demonstrates very limited or no critical reasoning to evaluate theories. No evaluation of strategic options provided. No evidence Of the ability to solve complex strategic problems. Demonstrates very limited or no reflection on learning. Demonstrates limited ability to evaluate theories and concepts of strategic management. Provides a limited evaluation of strategic options. Limited evidence of the ability to solve complex strategic problems. Demonstrates limited ability to reflect on own learning. Demonstrates some ability to evaluate theories and concepts of strategic management. Provides evaluation of strategic options but analysis is not convenience. Provides evidence of the ability to solve complex strategic problems but with some limitation. Demonstrates some ability to reflect on own learning. Demonstrates good ability to evaluate theories and concepts. Good evaluation of strategic options with supportive evidence. Revises good evidence of the ability to solve complex strategic problems. Critically evaluate options demonstrates the ability to reflect on own learning but with some limitation. Demonstrates very good ability to evaluate theories and concepts. Confidently evaluate different strategic options with supportive evidence and critically evaluate options. Provides good evidence of the abil ity to solve complex strategic problems. Good demonstration of the ability to reflect on own learning. Demonstrate the ability to communicate complex issues (L 04 – communication) No logical structure. Many errors of spelling, grammar etc. Work incorrectly referenced Some errors in structure. Language basically sound. Some incorrect referencing. Structure language satisfactory. Work referenced, perhaps with some errors. Well structured. Effective use Of appropriate language. Good referencing. Compelling logical structure. Very effective use of language. Referencing excellent. Grammar and references – structure, grammar, selection presentation of sources is accurate appropriate References absent or drawn from inappropriate sources e. G. Wisped. A few references used, mainly from lecture notes with little evidence feeder reading. Some references used, some from lecture notes but with some evidence of additional reading/research. Broader range of references used, from lecture notes but also with more extensive evidence of wider reading/ research. Wide range of reference used, from lecture notes but also with extensive evidence of wider reading/research. Academic Misconduct The Business School takes any cases of academic misconduct, including plagiarism very seriously. The penalties are severe and can in some cases result in a student not being allowed to continue their studies. The policy on Academic misconduct can be found at: http://www. Staffs. AC. UK/assets/ academic_misconduct_tacit-26770. PDF Please note all assignments are processed via Turning (plagiarism detection software) Non Submissions If you fail to submit any assessment for a module an N will be recorded (non- submission) (fail due to non-submission) for that module and you will not have a guaranteed re-sit entitlement. Any further attempt entitlement will be at the discretion of the Award Board. Assignments must be submitted by the due date. The only circumstance in which assignments can be submitted late is if an extenuating circumstances claim is made. In these circumstances work may be submitted up to 5 working days late only (this is not automatic). If the extenuating circumstances are upheld, the assignment will be graded as usual. If the claim is rejected and the work is of a pass grade a maximum of a 40% (R) for undergraduate and 50% (R) for postgraduate will be awarded. If your work is submitted after the 5 working days a O will be awarded. Maximum Word Length: State the number of words used on the assignment front sheet. You may include diagrams, figures etc. Without word penalty. A sliding scale of penalties for excess length will be imposed according to the amount by which the limit has been exceeded. 1-10% excess 1 1-20% excess 21-30% excess 31 excess no penalty reduction in the mark 20% reduction in the mark the work will be capped at a pass N.B.. None of the above penalties will be used to change your mark which is above the pass mark, to one that is below the pass mark. Therefore the maximum penalty for exceeding the word limit will be a reduction to a pass grade. How to cite SMIO Group Element Strategic Management In Organisations, Essays

Classical free essay sample

A ; Operant Conditioni Essay, Research Paper A COMPARISON BETWEEN CLASSICAL AND OPERANT CONDITIONING. This essay outlines the basic rules of classical and operant conditioning and considers the similarities and differences between these two theoretical accounts of acquisition. Classical Conditioning Classical conditioning is so named after the experimental process devised by the physiologist, Ivan Pavlov ( 1849-1936 ) , when he changed his focal point from the digestive system to conditioning, after detecting a Canis familiaris salivate when it saw the pail in which its nutrient was kept. Pavlov devised an instrument to mensurate the salivation of the Canis familiaris when giving it meat pulverization. The meat pulverization was the innate stimulation ( UCS ) and the response was salivation, an innate response ( UCR ) . Unconditioned means that the response is automatic, based on inherent aptitude. He so rang a bell, the impersonal stimulation, and straight afterwards gave some meat pulverization ( UCS ) to the Canis familiaris. The Canis familiaris responded by salivating. Pavlov repeated this several times a twenty-four hours for 1 hebdomad and discovered that if he rang the bell but did non give the Canis familiaris meat pulverization it still salivated. He now saw the bell as a learned stimulation ( CS ) , and the salivation as a conditioned response ( CR ) , as it had been learned. If a impersonal stimulation that does non bring forth a response is repeatedly paired with a UCS that does bring forth a response, so the impersonal stimulation will go a CS and besides produce a response. An mundane illustration of this would be a individual go forthing a edifice upon hearing the fire dismay. The UCS is fright of a fire, the CS is the dismay s ring, and the CR is go forthing the edifice. Principles to Classical Conditioning + Stimulus Generalisation # 8211 ; this refers to utilizing similar stimulations to the CS, a bell with a somewhat higher pealing tone to the original one, for illustration, that will likely arouse the salivary response. The more different the stimulation, the weaker the CR will be. + Stimulus Discrimination # 8211 ; this refers to the ability to arouse a response to a CS, but non to other similar but different stimulation. Pavlov paired a black oval with the meat pulverization, uniting this with the bell and one time the black oval had produced a CR he paired the UCS ( meat pulverization ) with a similar form and non with the oval. The new form, a black circle, was repeatedly paired with the meat pulverization until it produced a CR. The Canis familiaris was able to know apart between the forms. + Higher Order Conditioning # 8211 ; Pavlov did another experiment where he paired a metronome ( CS ) with the meat pulverization ( UCS ) . After arousing a CR to the CS he paired it with a black square ( impersonal stimulation ) but no UCS. After a while the square evoked a CR even though it had neer been paired with the UCS. + Extinction this occurs when the CS loses its ability to bring forth a CR. Pavlov produced the CS but did non reenforce it utilizing the UCS. After reiterating this several times the Canis familiaris did non salivate. Besides, if the CS is used once more after a time-lapse, the CR may return but in a weaker signifier. This is known as self-generated recovery. Applications of Classical Conditioning Classical conditioning is used to handle people with phobic disorder, utilizing assorted methods. First there is systematic desensitization. In the instance of arachnophobia, the individual would be shown the mildest image of a spider, eg a sketch drawing, and so asked how they felt. The image of the spider would so be bit by bit intensified, doing it more realistic, in each instance followed with an appraisal of the individual s reaction. This procedure is known as hierarchy of stimulus strength. Reciprocal suppression velocities this procedure up by acquiring the individual to loosen up more ( by utilizing hypnotherapy, for illustration ) . Besides there is deluging where the individual is forced to face the phobic disorder in its most utmost signifier for every bit long as they can bear it. This is the most effectual technique, but by and large less utmost techniques are favoured. Another usage is Aversion Therapy, which tackles dependence. Administering an emetic drug, which would do them purge whenever they imbibed intoxicant, would handle an alky. OPERANT Conditioning Operant conditioning sums to larning that a peculiar behavior leads to achieving a peculiar end. ( Rescorla 1987 ) Operant conditioning started with some experiments by E.L Thorndike ( 1911 ) who built a mystifier box in which he put a hungry cat. ( see figure 2 ) Figure 2 # 8211 ; Thorndike s mystifier box The door of the box was held shut with a spring on a block with a cringle on the terminal. If the cat pulled the cringle the door would open. The cat could see and smell the fish and reacted by mewing, prowling around the box and assorted other responses until finally it pulled the cringle to open the door, therefore get awaying to eat the fish. Thorndike called this response a pleasant effect. He put the cat back in the box and saw that the cat would get at the pleasant effect a spot quicker than earlier. Based on this experiment he formulated The Law of Effect which states, If the response to a stimulation is followed by pleasant effects it becomes stamped in to the being and is more likely to happen to the stimulation in the hereafter. An illustration of this would be giving a biscuit to a kid for picking up all of its playthings. If it does non hold pleasant effects so it will go erased and less likely to happen with the stimulation in the hereafter. This sort of larning lone occurs through test and mistake with no idea involved. Due to the nature of this eventuality, this attack has been named instrumental conditioning. B.F. Skinner ( 1904 1997 ) refined instrumental conditioning and proposed his ain attack, operant conditioning. Alternatively of utilizing Thorndike s term pleasant effects, he used the term positive support. Skinner devised machines for his experiments, named Skinner s boxes, and he largely used rats and pigeons. Inside these boxes was a lever, which the animate being had to press to open a nutrient tray and have nutrient ( positive support ) . The animate beings showed all sorts of behavior in the box but finally, through geographic expedition, pressed the lever and received the nutrient. Once this had been conditioned, the other behaviors died out, as they were non reinforced. The pressure of the lever is a CR. A quicker manner of acquiring the animate being to press the lever is known as defining. Here, the animate being is reinforced for acquiring nearer to the lever and hence rising its opportunities of pressing the lever by chance. After the animate being has pressed the lever it will merely be reinforced for that response. Skinner besides introduced the term negative support which means that if you get a bad response, you do something else to avoid acquiring the bad response once more. An illustration of this would be if a kid were punished for non picking up all of its plaything. It would be more likely to pick them up in future to avoid the negative support. Skinner developed five different agendas of support, which affect both response and extinction rates. Without some degree of support, extinction of the CR will finally happen. Similarity Both classical and operant conditioning attack basic larning phenomena from a behaviorist position, trying to explicate how specific forms of behavior are acquired in the presence of chiseled stimulations linked to a response. As shown, stimulus generalization, favoritism and extinction are all common features. Both have contributed positively to managing behavioral upsets such as alcohol addiction, phobic disorder and advancing address therapy amongst autistic kids and schizophrenics. The common restriction is that they are based strictly upon observed behavior and neglect to reflect upon the unobservable contents of consciousness. Both rely upon the premiss that, for larning to hold taken topographic point, a alteration in behavior must be displayed. Is it non possible to alter behavior non holding learnt anything or conversely for behavior to stay the same despite something holding been learnt? Differences Classical conditioning trades merely with nonvoluntary behavior, whereas operant conditioning besides deals with voluntary behavior. In operant conditioning the scholar must supply a right response in order to be reinforced, which strengthens the response, but in classical conditioning the scholar is automatically reinforced when larning to react to the impersonal stimulation. Another difference is that, in operant conditioning the signifier of behavior to be learned or extinguished through positive support or penalty is determined by the experimenter and can be achieved more efficaciously through defining. Skinner s agendas of support attention deficit disorder to operant conditioning a valuable flexibleness, leting conditioned responses to last indefinitely. Decision We have seen that Classical and Operant conditioning have both made valuable parts to our apprehension of the acquisition procedure. Of the two, operant conditioning is the more adaptable, using defining and agendas of support, therefore traveling some manner to get the better ofing the defects and breakability of the stiff classical theoretical account. It is evident that both theoretical accounts, with their heavy behaviorist propensity, fall short of explicating the complexnesss of human behavior. Making tax write-offs about human behavior from mere observation of hungry animate beings is possibly, at best, misguided. To what extent can we truly extrapolate from animate beings to worlds? Fortunately for us, life is non merely a consecutive journey of get awaying Skinner s boxes to bask our following Pavlovian dish. Above the physiological degree of being, countries of higher motive and consciousness demand to be explored for us to derive a Fuller penetration into what it is to larn. Mentions Pavlov I.P. ( 1849-1936 ) category notes. Pavlov I.P. ( 1849-1936 ) , Introduction to Psychology 10th Edition, Atkinson R.L, Atkinson R.C, Smith E, Bem D.J, Hilgard E.R. ( p249 ) Rescorla R.A. ( 1987 ) as cited in Introduction to Psychology 10th Edition, Atkinson R.L, Atkinson R.C, Smith E, Bem D.J, Hilgard E.R. ( p255 ) Skinner B.F. ( 1904-1997 ) Get downing Psychology, A comprehensive debut to psychology, Hardy M, Heyes S. ( pp41-48 ) Skinner B.F. ( 1904-1997 ) category notes. Thorndike E.L ( 1911 ) Get downing Psychology, A comprehensive debut to psychology, Hardy M, Heyes S. ( pp41-44 )

Will Rogers Essays (1221 words) - American Old West, Agriculture

Will Rogers Will Rogers was a cowboy that did rope tricks. He was loved by the crowds that watched him. ?Onto the stage ambled a friendly-faced, tousled-haired man wearing a cowboy getup and carrying a collection of lassos in his hand. He smiled at the audience, then threw out one of the ropes, twirling it in a circle in preparation for one of the complicated rope tricks he was hired to perform. But as he went into the trick, he miscalculated the size of the small stage, and the rope whacked into the backdrop and fell to the ground with a loud thud. The audience was silent as the obviously embarrassed cowboy reached down and picked it up. Without a word, he tried the trick a second time. Again, the rope slammed loudly onto the stage floor. Show directors had a standard way of dealing with such a disasters-get the performer away from the audience as fast as possible, or ?give'em the hook? in the theater parlance. As the curtain came down on the rope twirler, Buck thought sadly that the curtain had probably been drawn on the young hopeful's career. To his surprise, the audience was thinking differently. Instead of hurling jeers and catcalls, people here and there began to clap, and soon the entire theater was filled with the sound of applauses. The curtain went back up, but when the audience saw another musical number was next, they booed and hooted, demanding the return of the clumsy cowboy. They did not care that he had botched his act-there was something so appealing about him that the audience just wanted to see more of him. -2 The curtain went back down; after a few tense moments, it rose again as the cowboy, his smile even broader this time out, sauntered back onstage. The act went well this time out, and the audience responded with a standing ovation. Buck was impressed. It did not take too much imagination to recognize that he had found a real crowd pleaser.?1 In 1915, Will was becoming a follies star. He quickly got bored of his act. ?By 1915, Rogers had become a staple of the vaudeville circuit. He had no trouble getting jobs, and his act inevitably drew raves from the critics and the public alike. Recognition and good pay were not quite enough for Rogers, however, for he quickly grew bored doing the same type of act over and over. A man of tremendous energy, Rogers always had to have new challenges in order to maintain the level of concentration he needed to be at his absolute best as a performer.?2 War World I helped Will's career. He became a cracker-box humorist. ?In the Follies his famous line, ?Well, all I know is what I read in the papers,? introduced new highlights which he learned to bring into homely but unexpected focus. ?I never told a story in my life,? he once said. ?What little humor I've got pertains to now.? What the Civil War had been to earlier cracker-box humorists, and the Spanish-American War to Mr. Dooley, the First World War became to the rising star of Will Rogers-and continued through its sequels from the Peace Conference (?The United States never lost a war or won a conference?) to the Coolidge bull market (?Two thirds of the people promote while one-third provide?). As a Westerner, Rogers understood the Virginian's famous formula, ?When you say that, smile!? With a jester's immunity he deflated rhetoric, buncombe, and group smugness; and surprisingly few tempers were lost. ?3 -3 Will started writhing newspaper articles in 1922. He was a popular writer. ? In November 1922 Rogers had begun a long series of weekly articles for The New York Times and the Times from London, July 29, 1926, about Lady Astor's visit to Manhattan, set the tradition of his daily telegram, one terse paragraph that curbed his genial wordiness and proved to be his most popular medium. Syndication carried it to some 350 newspapers, with an estimated 40,000,000 readers. Writing almost constantly of politics, and belonging nominally to the Democratic party (because ?it's funnier to be a Democrat?), Rogers wisely chose the nonpartisan point of view.?4 Will loved to travel. Even if it could cost him his life. ?In the late summer of 1935 he planned a flight north to the Orient with his fellow Oklahoman, Wiley Post [q.v.]. About fifteen miles from Point Barrow, Alaska, on Aug. 15, their monoplane developed engine trouble and, with an Eskimo hunter

Life-Changing Things to Do in Puerto Rico Top 10 List

Life-Changing Things to Do in Puerto Rico Top 10 List SAT / ACT Prep Online Guides and Tips Puerto Rico tops my list of favorite Caribbean destinations. Not only does it have beautiful beaches and sunshine, but it’s also full of fascinating history, art, and architecture. Combine all this with great food and the chance to practice Spanish, and you’ve got a place that appeals to any traveler. Did I mention that U.S. travelers don’t need to bring a passport or exchange money? You can forego the usual hassles of leaving the mainland while still getting an incredible international experience. If you’re planning your trip or just curious about the â€Å"Island of Enchantment,† read on for 10 unforgettable things to do in Puerto Rico! #1: Admire the Architecture in Old San Juan The blue, cobblestoned streets of old San Juan, Puerto Rico wind through pastel buildings from the 16th and 17th century. As you stroll past cafes, shops, and historic plazas, you’ll find a mix of Gothic, Renaissance, and Baroque architecture with a distinctly Spanish feel. As a National Historic Landmark, the area looks much the same as it did 400 years ago. Where to Go: Meander through the streets of old San Juan and soak up history, culture, and color. The entire historic area will have you taking photographs left and right, but there are a few stops you shouldn’t miss: Calle del Cristo (Cristo Street): Cristo Street is one of the oldest and best preserved streets in old San Juan. You’ll find a mix of old churches, tree-shaded parks, and lively shops and restaurants. San Juan Cathedral: San Juan Cathedral, built in 1540, sits at one end of Calle del Cristo. Once inside, you’ll find the tomb of Ponce de Leon, the mummy of St. Pio, and rich stained glass windows. San Jose Church: This church, first built in 1532, is the oldest in San Juan, as well as one of the oldest examples of Spanish Gothic architecture in the Western Hemisphere. La Fortaleza: This residence of the governor of Puerto Rico has been in continuous use since the mid-1500s. It remains the official residence of the governor of Puerto Rico, and it’s a UNESCO World Heritage Site. Old San Juan is a small, walkable area of criss-crossing streets. How to Get There: Old San Juan is an island linked to the mainland by three bridges. You might take a taxi, bus, or rent a car and drive. Taxis from San Luis Munoz Airport should have a set fare around $20, with an additional dollar or two for luggage. Buses are typically less than $1.00, but they don’t go direct; you’ll have to change lines to make it into old San Juan. If you opt to rent a car and drive, you may look for parking lots off Recinto Sur and Norzagaray Street, as well as La Puntilla lot. Parking rates are reasonable at less than $5 for five hours and 50 cents for each additional hour. If the lots are full, though, then you may have a hard time finding parking on the narrow streets. What to Know: Old San Juan is just an eight to ten block area, but you can easily spend at least a day exploring its nooks and crannies on your own or with a guided walking tour. Surrounded by stone walls, the historic district is known as The Walled City, or La Ciudad Amurallada. The area is very walkable, but it’s also hilly and hot. Wear light clothing, comfortable shoes, and sunscreen. If you get tired, you can hop on the free trolley service that drives throughout the city! #2: Time Travel in 17th Century Forts Old San Juan is surrounded by fortifications and old stone walls that protected the city from invasions between the 16th and 19th centuries. These massive structures encircle the historic city and offer gorgeous views over the blue waters of the Atlantic. As UNESCO World Heritage Sites, they’re well preserved today. Where to Go: Castillo de San Felipe del Morro: This 16th century citadel sits grandly on the northwest coast of old San Juan. Once you get in, you can explore the cliff-side barracks, turrets, and dungeons with a tour group or on your own. Castillo de San Cristobal: This fortification is located on the northeast side of old San Juan, a 17-minute walk or 9-minute drive from San Felipe del Morro. It’s larger, slightly less crowded, and offers panoramic views across the coastline of Puerto Rico. Fortà ­n San Juan de la Cruz (El Caà ±uelo): This fort, also known as El Caà ±uelo, is a stout, square fortification that sits at the entrance of San Juan Harbor on Isla de Cabras (Goat Island). Unlike the other forts, it’s a half hour drive from old San Juan. How to Get There: If you’re in old San Juan, Puerto Rico, you can easily walk to both Castillo de San Felipe del Morro and Castillo de San Cristobal. The free trolley also stops at both forts, or you can take a taxi. To get to El Caà ±uelo, you’d need to drive 20 to 30 minutes from old San Juan along Route 22. A lot of travelers leave this small fort off their itinerary, but it could be worth a stop if you’re visiting the nearby Bacardi Factory in the same day. What to Know: The fortifications that surround old San Juan are impressive examples of 16th century Spanish military architecture. Over the years, the fortifications helped ward off attacks from the British, the Dutch, and the U.S. You can buy a pass to explore all of these National Historic Sites for just $5. Kids under the age of 15 are free. The forts are open everyday from 9 AM to 6 PM. #3: Relax on World-Renowned Beaches If Puerto Rico’s gorgeous white sand beaches are your top priority, you won’t be disappointed. Several of its more than 300 beaches have been named Blue Flag Beaches, which are the best beaches in the world. I’ve picked out the top three, but there are so many more. Where to Go: Flamenco Beach, Culebra: My personal favorite, Flamenco Beach, is your quintessential, perfect Caribbean Beach. With its white sand and turquoise waters, you can easily spend the day switching between sunbathing and swimming. One weird/cool feature: there are washed up U.S. tanks from WWII on one end of the beach (now decorated with colorful graffiti). Luquillo Beach: Like Flamenco Beach, Luquillo is classified as a Blue Flag Beach. On Puerto Rico’s east coast, Luquillo has a long shoreline, calm waters, lots of water activities, and an abundance of food kiosks for mid-day seafood or ice cream. El Escambrà ³n, San Juan: If you’re staying around San Juan, then you should head to El Escambrà ³n for your beach day. You can rest in the shade of palm trees, float in the calm waters, and hang out with locals. Finding your perfect beach could take you all over the island of Puerto Rico and beyond. How to Get There: The easiest way to access Puerto Rico’s beautiful beaches is by car. You can rent a car for about $40 a day, and the roads are easy to navigate. To get to Culebra (with Flamenco Beach) or other islands, you’ll need to hop on a ferry. Small buses will be waiting when you land to take you to the beach. Ferries are $4.50 round trip; the shuttle is $2. Just make sure you arrive well ahead of time so you don’t get stuck! What to Know: With over 300 beaches, you can find whatever you’re looking for- long shorelines, secret swimming spots, family friendly destinations, or posh areas surrounded by resorts. The northern beaches touch the Atlantic, while southern beaches border the Caribbean Sea. Depending on where you’re traveling in Puerto Rico, some other top beaches are La Playuela (especially good for hiking), Blue Beach, La Posita, and Sandy Beach. If you’re looking to surf, head to the northwest coast; Rincon is the place for big waves. #4: Kayak in a Bioluminescent Bay David Resz/Flickr If it’s not already, kayaking in a bioluminescent bay should definitely go on your bucket list. Drifting along a lake at night while sparkly phytoplankton trails from your fingers is a surreal experience. Puerto Rico’s bays have some of the most striking bioluminescence on earth. Where to Go: Mosquito Bay in Vieques: Mosquito Bay is on the south shore of the island of Vieques. Don’t be scared off by the name, but do remember to wear bug spray. Many consider Mosquito Bay to be Puerto Rico’s best and brightest bio bay. Laguna Grande in Fajardo: I chose to kayak in Laguna Grande, as it’s easily accessible by car from San Juan with a drive of a little over an hour. The bio bay was other-worldly. I went on a cloudy night, so it looked like the stars had disappeared overhead and gotten captured in the sparkling water below my kayak. La Parguera: This bay is on the southern shore of Puerto Rico. You’ll find several tours, but La Parguera hasn’t been as well preserved as the other two. It’s a good option if you’re in the area, but if you’re not limited by location, then I’d suggest Mosquito Bay or Laguna Grande. How to Get There: To get to Vieques, you can fly or take a ferry. The ferry takes off from Fajardo, which is about an hour’s drive south of San Juan. The ferry typically departs around three or four times a day and costs only $2.00 each way. You can also book a bio bay tour that includes ferry, bus, and a meal. Driving is the best way to get to Fajardo and La Parguera. Starting from San Juan, it’s about an hour and 15 minutes to Fajardo and two hours and 15 minutes to La Parguera. What to Know: Bioluminescence is the light emitted by microorganisms when they move. You can’t swim in the bays, as the ecosystems are protected. All three of the bio bays are popular and offer eco-friendly night kayak tours for around $45 to $70 per person. Some of the best tour groups are Island Adventures and Abe’s Biobay Tours in Mosquito Bay; Kayaking Puerto Rico and Yokahu Kayaks in Laguna Grande; and Aleli Tours and Rincon Vacations in La Parguera. You’ll likely go in double kayaks and paddle through narrow channels lined by mangroves to get to the open bay. The darker it is, the better you can see the bioluminescence, so the best time to go is during the new moon. #5: Enjoy the Local Cuisine As someone who travels on her stomach, I almost considered putting Puerto Rican cuisine at the top of this list! You’ll find a great diversity of delicious food with Caribbean, Spanish, African, U.S., and indigenous Taà ­no influences. Your trip may take you all over the island, but since most people spend some time in San Juan, I’ve narrowed my top picks to the capital city. Where to Go: El Jibarito: Located in the heart of old San Juan, El Jibarito has a large menu with Puerto Rican mainstays, like mofongo (mashed plantains with meat, shrimp, or vegetables), alcapurrà ­as (meat or yucca-stuffed fritters), seafood, and local cervezas at reasonable prices. Marmalade: For those looking for a fancy night out, Marmalade is considered one of San Juan’s best restaurants. The frequently changing menu plays with new fusions and traditional Puerto Rican flavors. Entrees range between $20 and $35, and it’s definitely advisable to make a reservation. Cafe Manolà ­n: This cafe’s a great stop in old San Juan if you’re looking for a quick lunch or breakfast. It has yummy omelettes, fresh fruit juices, and an array of traditional Puerto Rican dishes, like mofongo, shrimp in garlic, and fried plantains, all at reasonable prices. Farmer's Market at Park La Ventana al Mar: If you’re willing to travel to the neighborhood of Condado, just over the bridge from old San Juan, then you’ll find an awesome outdoor market full of artisanal food and products. Beyond the fresh, locally produced coffee, honey, fruits, vegetables, and sangria, you’ll see food carts with delicious snacks and meals. The market’s open from 9 to 5 on the first Sunday of every month. How to Get There: There’s no shortage of great Puerto Rican restaurants in old San Juan; El Jibarito, Marmalade, and Cafe Manolin are just three of many. Since the historic center is only an eight block area, all of the restaurants can be reached by walking. You could also take advantage of the free trolley service that goes around the city. To get to the farmer’s market at Condado, you could drive, take a taxi for $10 to $15, or take a bus from old San Juan for less than a dollar. What to Know: Seafood, pork, rice, garlic, and plantains are all key ingredients in Puerto Rican cuisine. You should definitely try mofongo, mashed plantains that are typically combined with chicharron, or pork cracklings, and covered in broth. You might also enjoy plenty of spicy rice and beans with a side of pasteles, meat wrapped in vegetable dough and boiled in banana leaves. Many restaurants will make their own hot sauce, or pique, for you to add to dishes. This vinegar and red pepper sauce can range from mildly spicy to life-threatening, so proceed with caution (and no, that wasn’t meant to be a challenge!). #6: Drink Rum and Coffee + Get Behind the Scenes Whether you want to wake up with caffeine or relax with a pià ±a colada, Puerto Rico’s got you covered. Beyond the old-timey bars and cafes, you can get behind the scenes to see how some of the best rum and coffee in the world is made. If you’d rather skip the tour and go straight to the bar or cafe, I’ve got a couple suggestions for those stops, too. Where to Go For Rum: Casa Bacardà ­: If you’re a fan of rum, then you should definitely set aside an afternoon to spend at the Bacardi Factory. You can learn about the history of the company, tour the distillery, take a mixology class, and sample different rums. After the tour, relax on the open-air pavilion with a cocktail or two and enjoy a panoramic view of old San Juan. Cost of tours: $15 for historical tour; $45 for rum tasting and mixology tours. Barrachina: There are plenty of bustling spots for nightlife in San Juan, but Barrachina has one particular claim to fame: it claims to have served the first ever pià ±a colada in 1963. Stop here at the beginning of your night so you can forever say that you’ve tasted the first rum, coconut, and pineapple cocktail. Caribe Hilton: While Barrachina invented the pià ±a colada in 1963, Caribe Hilton invented it in 1954. Wait, what? As it turns out, both bars claim credit for the invention of this tropical cocktail. You may not find the true origin story, but you can sample both while in Puerto Rico and see which you like better! Where to Go for Coffee: Hacienda Pomarrosa: At the top of curvy mountain roads stands Hacienda Pomarrosa, known for its gourmet coffee and conservation work. Make a reservation to take a tour and learn how coffee is grown and roasted. You can also stay overnight in the cottages and enjoy great local food and sweeping views over the Puerto Rican countryside. Hacienda Buena Vista: This fully functioning, 19th century coffee plantation was restored by the Conservation Trust of Puerto Rico. You’ll learn about the history of the 87-acre farm, its conservation efforts, and the hydro-power that runs all the machinery on tours available in both Spanish and English. Caficultura: This artsy cafe in old San Juan serves excellent coffee in all different varieties. You can also enjoy local foods, fresh fruit juices, and homemade crepes as you sip your cafe con leche outdoors or inside under the glass chandelier. Cafà © Don Ruiz Coffee Shop: Don Ruiz cafe, tucked in a plaza across from Castillo del Morro in old San Juan, serves rich and flavorful coffee grown on the owners’ farm. It also has a collection of photos and antiques to teach you about coffee production and the history of the Don Ruiz plantation. How to Get There: As with most destinations outside of San Juan, the easiest way to arrive at Casa Bacardà ­ or the coffee plantations is by car. You can follow the route on Google Maps, plus check the websites for detailed directions. Casa Bacardi is less than half an hour from San Juan, while the coffee plantations are an hour and a half to two hours southwest of the capital city. Some of the roads are windy with steep drop-offs, which can be a little nerve-wracking, but they do offer gorgeous views of the jungle scenery. What to Know: Puerto Rico is famous for its locally-produced rum and coffee, both of which are some of the best in the world. Enjoy pià ±a coladas and cappuccinos at the artisan cafes in San Juan, or go straight to the source for a tour of Casa Bacardi or a coffee plantation in the mountains. The drinking age in Puerto Rico, by the way, is 18. #7: Hike the Trails of El Yunque In the northeast corner of Puerto Rico sprawls the tropical rainforest, El Yunque. The only tropical rainforest in the U.S. National Forest System, El Yunque has miles of hiking trails. It’s the perfect day trip to get outdoors while taking a break from the sun under the cool, dense canopy. Where to Go: Hiking trails: There are several hiking trails in El Yunque, ranging from easy to difficult. A few short hikes are Angelito Trail, Caimitillo Trail, and El Portal Trail. The hikes to the waterfalls are a little longer and can get crowded. More challenging hikes take you up the mountains: Mt. Britton, La Roca, Los Picachos, and El Yunque Peak, which is the tallest at 3,496 feet. Visitor Center: Stop at the Visitor Center for a map and information on El Yunque’s flora and fauna. I was glad to learn there were no bears or poisonous snakes, just lots of frogs and birds. La Coca and La Mina Waterfalls: Do go chasing waterfalls! Hike 0.7 km to get to La Mina Falls or 1.8 miles to get to the less popular La Coca Falls. Once there, you can swim beneath the falls, but a word of caution- the water can be crazy cold. Yokahu Observation Tower: This tower, built in 1936, is easy to access, as it’s just about 30 feet from a parking lot. After climbing a little over 90 stairs, you can enjoy 360 views over the lush green forest and mountains. How to Get There: El Yunque is about a one-hour drive from San Juan along highway 26. You can drive right into the park; entrance and parking are both free. What to Know: The park is open from 7:30 AM to 6:00 PM everyday. It's home to over 50 species of birds, 11 species of bats, and 13 species of coquà ­, or tree frogs. You’ll hear the coquà ­s â€Å"singing† in the morning and evening. There aren’t any accommodations in El Yunque, but you can get a permit to camp in the forest if you want to rough it. The trails can be challenging and muddy, so make sure to bring good sneakers, as well as a towel and change of clothes if you want to swim. #8: Adventure in the Great Outdoors Are you looking for outdoor adventure? With its diverse ecosystems, from beach to jungle to misty mountain- Puerto Rico has a huge outdoor adventure industry. In addition to all the hiking you can do in El Yunque, you can also find climbing, ziplining, rapelling, caving, snorkeling, hang gliding, and kite boarding. Where to Go: Acampa Nature Adventure Tours: Acampa’s tours will have you ziplining over the jungle, rappelling into caves, and climbing up waterfalls. Along with the adrenaline rush, you’ll get a side of historical and environmental education. Rocaliza Adventure Tours: Rocaliza is a great tour for climbers, as they take you to the best spots for top roping, lead climbing, and bouldering. You’ll climb up-river, rappel down a waterfall and into a canyon, and go zip lining over the jungle. Rincon Surf School: The oldest surfing school in the area, Rincon Surf School offers solo and group lessons, along with guided adventures. It caters to beginners and advanced surfers. 15 Knots: Kite-boarding, or kite-surfing, has you riding the waves with the help of a kite catching the wind. 15 Knots teaches people of all levels how to catch the wind and learn this unique water sport. There’s no shortage of outdoor adventure companies in Puerto Rico. Some other highly rated groups are Aventuras Tierra Adentro, Toro Verde, Campo Rico Ziplining Adventure, Ecoquest Adventures Tours, and Batey Zipline Adventures. How to Get There: There are adventure tours all over the island; some of the most popular ones take you to El Yunque, the Camuy Caves, Rincon, Culebra, or Vieques. Most of the adventure tours will pick you up bright and early from your hotel if you’re staying in or around San Juan. What to Know: All of these tours are open to complete beginners, so you don’t have to be an experienced climber or outdoor enthusiast to sign up. Most outdoor adventure tours pack a full itinerary of hiking, climbing, rappelling, swimming, and climbing into a day tour, plus they include transportation and lunch. Make sure to make reservations in advance, wear good sneakers, and pack a change of clothes, bug spray, and sunscreen. #9: Spend the Day Shopping for Caribbean Clothes and Crafts The Puerto Rico shopping scene includes everything from traditional handicrafts to high-end luxury brands. You can find authentic souvenirs in the shops and markets of old San Juan or head to familiar stores at the Caribbean’s largest shopping mall. Plus, you can easily find some of the world’s best rum, coffee beans, and hand-rolled cigars. Where to Go: Puerto Rican Arts and Crafts: This large shop is full of handmade jewelry, traditional carvings, native foods, ceramics, sculptures, paintings, and silkscreens. Located in the heart of San Juan, Puerto Rican Arts and Crafts rests in a restored Spanish colonial building. Address: 204 Calle de la Fortaleza, Old San Juan. Ole Curiosidades: If you’re looking for a hat to shade your face from the sun, then you should head to Ole Curiosidades. It’s known for its Panama hats and attentive merchants who will help you find the perfect fit. The shop also has Puerto Rican and Latin American art and antiques. Address: 105 Calle de la Fortaleza, Old San Juan. Caribbean Trading Company: This multi-room store is packed full with local souvenirs, including clothing, jewelry, arts and crafts, hot sauces, and rum cake. It lands firmly on the touristy side of things, but it has good prices and is a nice stop if you’re going to or leaving the rainforest, El Yunque. Address: 4 Calle Principal, Rio Grande. The Poet’s Passage: This artsy spot in old San Juan is a shop, gallery, and cafe all in one that hosts frequent poetry readings. You can enjoy the coffee, browse paintings by local artists, and order personalized crafts, like a colorful â€Å"Door of San Juan.† Address: 203 Calle de la Cruz, Old San Juan. Plaza Las Americas: If you’re looking for some serious shopping, then you should head to Plaza las Americas, the largest shopping mall in the Caribbean. It has over 300 stores, (the usuals, like Macy’s, Ann Taylor, Zara, etc.), plus a big local artisan section on the third floor. It’s also packed full of restaurants and a movie theater, Caribbean Cinemas. Address: 525 Roosevelt Avenue, Hato Rey, San Juan. How to Get There: Puerto Rican Arts and Crafts, Ole Curiosidades, and The Poet’s Passage are all located in old San Juan. As you now know, walking or hopping on the free trolley is the best way to get around the historic district. Caribbean Trading Company is just a few minutes from El Yunque, so it’s a great stop on your way to the jungle or after your hiking trip. Finally, Plaza de las Americas is about a 15-minute drive from San Juan at the intersection of Routes 18 and 22. What to Know: Since Puerto Rico is a transportation hub and popular stop for cruise ships, it has a big shopping scene. You can find lots of authentic handicrafts and artisanal products, as well as big brand department stores, like Macy’s, or luxury stores, like Louis Vuitton. Two traditional handicrafts that you’ll find are caretas, masks for Carnival, and santos, carvings of patron saints in wood, stone, or gold. Puerto Rico is also known for its handmade lace, or mundillo. On my trip, I got a wood carving of a coquà ­ (tree frog) that now hangs on my wall at home. #10: Road Trip on the Panoramic Route Winding 167 miles across the island, Puerto Rico’s Panoramic Route leads you into rural Puerto Rico. This one of a kind road trip will take you past roadside barbecues, sprawling coffee plantations, and cascading waterfalls. If you’re looking to get off the beaten track and find some spectacular views, then you’ll enjoy this scenic route from east to west and back again. Where to Go: Carite Forest Reserve: Carite is the first of four forest reserves along the Panoramic Route, and it’s a beautiful stop to stretch your legs under the palm trees. Just five minutes along the main trail is Charco Azul, a natural, bright blue creek pool that’s great for swimming. Aibonito: The highest village in Puerto Rico at 2,500 feet, Aibonito is known for its flowers. In fact, it’s nicknamed the City of Flowers and has a flower festival every June. From here, you can also explore the cliffs and waterfalls of San Cristobal Canyon. Maricao: The mountain town of Maricao will be your last stop on the Panoramic Route. Surrounded by huge coffee plantations, Maricao is known as La Ciudad del Cafà ©, or the City of Coffee. After you’ve reenergized with caffeine, you can go hiking in the nearby Monte del Estado Forest, Puerto Rico’s largest state forest. How to Get There: The Panoramic Route slices east to west across Puerto Rico, starting in Mayaguez and ending in Maunabo. It’s made up of Routes 105, 143, and 182 and takes you over mountains and through valleys. You can start in San Juan and move west, perhaps staying overnight in the mountain town of Jayuya. Since there’s a tangle of numbered roads along the way, it’s often better to follow the sign for a town than for the route itself. More importantly, bring a map and pre-loaded GPS or Google Maps directions. If you’re driving the Panoramic Route, GPS will be your friend. What to Know: The Panoramic Route takes you into the heart of rural Puerto Rico. Some of the roads are narrow and winding, so take it slow and honk when turning blind corners. Because of the twisting, hilly roads, this trip might not be a favorite for those prone to motion sickness. For anyone who wants to go deeply into the Puerto Rican countryside, this road trip will dazzle you with misty mountains, dense rainforest, and patchworks of coffee farms. Since you’ll be venturing off the beaten path, you may benefit from brushing up on a few Spanish phrases! So there you have it- the top 10 unforgettable things to do in Puerto Rico and the 41 best places to do them! As you can see, there’s a huge number of places to see and experiences to have in Puerto Rico. To help you put it all together, consider this brief itinerary for a week on the Island of Enchantment. 1 Week in Puerto Rico: Your Itinerary Now that you have a sense of the top things to do in Puerto Rico, how can you make a plan that includes all your favorites? That all depends on how much time you have, but here’s one suggested itinerary for travelers who are in Puerto Rico for about a week. Day 1: Fly into San Luis Muà ±oz Marà ­n International Airport. Pick up your rental car, and drive into old San Juan. Spend the afternoon strolling around the historic district, eating Puerto Rican food, and shaking off any jet lag or traveling fatigue. Day 2: Explore old San Juan. Admire the colorful buildings, go shopping, and take a tour of Castillo de San Felipe del Morro and Castillo de Cristobal. Punctuate your day with good coffee, food, and the world’s best pià ±a coladas. Day 3: Beach day! Head to a beach in San Juan, like El Escambrà ³n, or road trip down to Fajardo and take a ferry to Culebra. Swim, snorkel, sunbathe, repeat. If you stick close to San Juan, then head to Casa Bacardi and sample rum in the afternoon. Day 4: Go hiking. Drive to El Yunque in the morning and spend the day hiking the trails and swimming under waterfalls. You might stop at the Caribbean Trading Company to buy souvenirs for yourself, friends, and family. If you want more of an outdoor adventure experience, go on a ziplining and caving tour. Day 3 or 4 are also good times to go kayaking in a bioluminescent bay. Tours usually depart at 6 or 8 PM. Day 5: Road trip. Set out bright and early on the Panoramic Route. Go hiking in a national forest, walk around the City of Flowers, and explore the San Cristobal Canyon. Alternate plans: go on an outdoor adventure tour, visit a new beach or coffee plantation, or spend the day shopping. Day 6: Road trip, part 2. Continue west to explore the rural Puerto Rican countryside and coffee plantations along the Ruta Panoramica. If the Panoramic Route isn’t your thing, you could also spend the day hiking, snorkeling, and swimming at a beach or visiting art museums. Day 7: Take any last-minute photos of the Spanish colonial architecture or massive stone forts. Enjoy your last delicious cup of coffee in an outdoor plaza while watching the passersby. Finally, figure out when you can get yourself back to Puerto Rico. Of course, you could also throw the itinerary out the window and spent your days relaxing on the beach with a bottomless pià ±a colada in hand. Or you might eschew schedules altogether and just see where your adventure takes you! Planning Your Puerto Rico Vacation Whether you want to adventure in the great outdoors, spend your days at the beach, or admire art and architecture, Puerto Rico has got you covered. Its beaches are world-renowned, and its centuries-old plazas and fortresses transport you to a Spanish colonial past. While Puerto Rico’s now a commonwealth of the U.S., it has its own cultural identity shaped by Spanish, African, Caribbean, and Taà ­no influences. The streets of old San Juan feel Caribbean and European at once, and you don’t even have to bring a passport or exchange money. Learning a few Spanish phrases, if you don’t know them already, could be helpful, although you’ll find that lots of people speak excellent English. Depending on what you’re looking for, your trip can feel as familiar or as exotic as you want it to. Puerto Rico allows travelers to find their perfect balance of beach holiday, cultural excursion, and outdoor adventure. Its versatility, combined with delicious food and sunshine, makes Puerto Rico a destination that you’ll never forget.

Entrepreneurial Leadership Paper Assignment Example | Topics and Well Written Essays - 1000 words

Entrepreneurial Leadership Paper - Assignment Example Five Guys emphasizes service quality more than business profitability, as the management believes that this policy is the best way to meet customer expectations. Jerry Murrell, one of the co-founders of Five Guys, says that his business plan was simply to â€Å"sell a really good, juicy burger on a fresh bun. Make perfect French fries. Don’t cut corners† (as cited in Contemporary Business, 2012). The company is not ready to compromise its product quality despite the considerable amount of money and time it has to invest to sustain it. The case study reflects that the company imported potatoes from northern Idaho regardless of the slow growth issues in order to obtain solid and tasty potatoes; and in contrast to this, the firm’s competitors imported cheaper and low quality potatoes from Florida or California (Contemporary Business, 2012). Similarly, when most of the fast food chains served dehydrated frozen fries to take advantages of size, Five Guys always provid ed its customers with fresh fries. It is observed that most of the other food chains tried to pool cheap raw materials in order to enhance wealth maximization. This business philosophy benefited the organization in achieving high level customer loyalty. From the case study, it is obvious that customers patiently wait for burger even if its 17 different toppings are made to order and it is a time consuming task (Contemporary Business, 2012). Furthermore, Five Guys’ distinct philosophy helped the company to eliminate advertising expenses since the strategy itself was a sufficient asset to make customers advertise for the company. Analyze the original values of the start-up company and how it remains strong today Since the beginning, Five Guys has been successful, and it is one of the few food chains in America that remained unaffected by recent global recession (QSR Insights, 2012). While seeking the reason, it is clear that the company’s strict policies have helped it t o overcome various market difficulties throughout its history. In other words, original values for the start-up company still remain strong despite some negligible changes. As the company management had decided at the time of Five Guys foundation, the firm still continues to offer quality products and services to its customers. At the start up time, the company had decided not to use low quality ingredients or serve frozen food items to people. Minimizing advertisement expenses and thereby passing savings to customers was another start up value of the firm. Even in the midst of the recent global recession, the company was not ready to use low quality ingredients for its food items. In addition, the company still focuses on its customer advertising strategy together with employee incentive schemes to promote its business. Even when the company began franchising in 2002, it was vigilant, insisting that franchisees do not use low quality products and do not render low quality services. In order to ensure franchisees’ potentiality, the firm does not franchise to anyone unless the prospect operates a minimum of five restaurants. Throughout its history, the company received numerous awards for its efficiency and customer services. Most notably, the firm obtained Washington Magazine’s â€Å"Number 1 Burger† award for seven years (Contemporary Business, 2012). However, according to 2010 annual report by the Center for Science in the Public Interest, Five Guys’

Turkish Maritime Cabotage Rights Research Proposal

Turkish Maritime Cabotage Rights - Research Proposal Example The Republic of Turkey is strategically placed in an area between the Asian, African and European continents and the three sides of the country are encompassed by the Mediterranean Sea to the south, the Black Sea to the north and the Aegean Sea to the west. The Turkish Straits is the only water route between Black Sea and Mediterranean and have unique physical, hydrological and navigational conditions (Unescap, Turkey Report 2000/2009). It has been recently contended that the volume of traffic flow in the Straits have exceeded limits of safe navigation as there has been an increase in the number of vessels and quantities of dangerous cargo. Any accident could cause irreversible damage to the environment. In order to maintain safety of navigation, life and property in the region, the Turkish Government has adopted a set of regulations for maritime traffic in 1994. Turkey's approach to maritime transport is consistent with international regulations and principles of fostering free mari time competition, safety and environmental concerns. Turkey's maritime transport facilities are rather extensive. ... Turkey has merchant fleet with capacity more than 9.5 million DWT and about 899 ships and is in the 20th rank in the world fleet. Total capacity consists of 5 per cent public and 95 per cent private sectors. The majority of ships comprising total merchant shipping fleet are bulk carries (48 per cent), dry cargo ships (19 per cent), oil tankers (10 per cent). The other types of ships constitute 23 per cent of the fleet. (Information available from Unescap Report on Turkey, 2000/2009) Cabotage Laws and Rights: The maritime sector in Turkey is also subject to certain legal arrangements and Law 815 on Cabotage Auxiliary services rendered in Turkish ports and waters are subject to the Law on Cabotage. In accordance with the Cabotage Act, all commercial shipping and related activities between the ports and all trading in the coastal lines is reserved for Turkish-flag vessels and supply of services are given to Turkish companies only although all auxiliary services at the ports are available to all nationalities. Transportation that violates Cabotage rights is not accepted and negotiations on Cabotage transportation services in turkey have been very rigid. Turkish Code of Commerce is related to maritime transport and is harmonized in accordance with the arrangements of EU. The application and implementation of Cabotage rights is a very important milestone in Turkish Maritime Industry and this thesis will delve deeper into the maritime industry, the regulations in Turkish shipping industry and the role of Cabotage rights in helping Turkey to integrate its shipping industry with EU and international shipping standards. Turkish fleet

Feminist Criticism on Erin Brockovich Essay Example | Topics and Well Written Essays - 1500 words

Feminist Criticism on Erin Brockovich - Essay Example As the report diclares rhetorical criticism centers on the nature of a critical enquiry which is being made. Feminist criticism assumes importance because it is an examination of how existing gender roles are reinforced or challenged through the medium of film. According to Newman (1933), the medium of film is like a mirror that reflects society’s values and beliefs, its hopes and aspirations. The portrayal of gender roles through the medium has a powerful impact and influence upon viewers and can change the way they perceive or embody society delinerated gender roles. According to the research findings female sexuality is the gender artifact in the film. Brokovich wears nine inch heels, tight mini skirts and eye popping low cut blouses that reinforce the society stereotype of â€Å"tart.† Why is this element of sexuality so important in the film? Because of all the connotations that go along with it. The implied promiscuity of the main character could have proved to be a distraction from the important social and political message in the film. But the film is geared to explode the stereotype, through its emphasis on the character’s right to self expression in a manner that satisfies her rather than conforming to society’s expectations of her. The character of Masry, Brokovich’s lawyer who could have negotiated a good settlement in her car accident is dismissive in his attitude because of the male perspective from which he views her – as a sexually promiscuous woman who basically deserves nothing better.

Connecting And Comparing Literature English Literature Essay

Connecting And Comparing Literature English Literature Essay For the final essay, two short stories and one poem will be used to illustrate comparisons by looking at the characters as their respective authors describe them, and how this is used to draw readers into their stories and poems. The two stories being used are, A Rose For Emily, by William Faulkner, and The Bride Comes to Yellow Sky, by Stephen Crane. The poem being used is, The Road Not Taken, by Robert Frost. Conflict and prejudice will be highlighted as the common thread among the three works. Comparison will come from using the characters in the stories and poem, and how the authors use descriptive writing to draw their readers into the stories and poem. In A Rose For Emily, the description of Miss Emilys house by William Faulkner is a big square frame house that had once been white (DiYanni, 2007), and how Miss Emily looked as she walked in to the meeting with the Board of Aldermen, a small, fat woman in black, with a thin gold chain descending to her waist and vanishing into her belt, leaning on an ebony cane with a tarnished gold head (DiYanni, 2007). The end of the story finds William Faulkner giving great detail about the body of Miss Emilys suitor Homer Barron and the room decked and furnished for a bridal night, and how the body of Homer was described as fleshless and once laid as if it were in an embrace, how he had rotted beneath his nightshirt (DiYanni, 2007). The vivid description allows one to get a clear view of the room and the decomposed body of Homer. When he writes about the indention on the pillow as if someone had laid their head there and then they find the strands of grey or silver hair, one can visualize Miss Em ily lying next to Homer in a macabre way. The style of writing William Faulkner uses in this story, allows him to navigate among many points of view within the story. William Faulkners use of third person allows for flashbacks and the ability to dig deeper into the history of the town. By also using symbolic language such as referring to Emily as Miss Emily (DiYanni, 2007), William Faulkner is able to send the reader back in time when the story actually takes place. This allows the reader to get a better understanding of the larger issues that were at play in the South around the turn of the century. The language used in The Road Not Taken by Robert Frost is quite moving. Robert Frost speaks of approaching a fork in the road. He must choose which road to proceed down. He chooses the one that appears less traveled only to find that it is traveled about the same as the other road. Robert Frosts subtle use of description when he refers to the two roads being about the same, lets one know that they may be close, but not exact. Many of the roads chosen in life look very similar at the entrance but change quite often as they are traveled. His use of the word sigh and difference in the fourth stanza can mean either positive or negative feelings, but since the author mentions that nothing will be known until the future, we do not know which effect these words mean. Robert Frost speaks of possibly coming back to travel the first road at a later date but doubts this as life is too short. Robert Frost infers that he will report back on his travels down the second road at some point in the f uture. The character in this poem must choose a road to take without knowing where it may lead. In A Rose For Emily, Miss Emily had to make a choice as well. Her choice was to poison Homer to keep him from leaving. Another part of the poem that connects to Miss Emily is where her decisions would lead. This could be what Miss Emily was thinking when poisoning Homer. Emily may have thought briefly as to what the town would say about her actions. Perhaps this is why she kept him upstairs in the bedroom so she had him with her at all times even though he was not a living breathing being he was still with her. As long as she kept him hidden in the house, and made it look as though he would marry her, the townspeople would be satisfied. Many questions arise with the story as to why Miss Emily would do this. Perhaps Miss Emily thought she would not die alone. Even though she could not talk to Homer he would be there with her when she died. The poem also relates to The Bride Comes to Yellow Sky. Jack had choices to make in The Bride Comes to Yellow Sky that included whether to leave town and get married, tell the townspeople before he left, tell them before he returned, and whether or not to return to Yellow Sky after the fact. I think the part of the poem where he states, I took the one less traveled (DiYanni, 2007), could describe the choices of Jack and his bride as they boarded the train. How Jack went to San Antonio and married a girl he thought he loved without letting the townspeople of Yellow Sky know what he was doing could be compared to the line in the poem, I shall be telling this with a sigh, somewhere ages and ages hence (DiYanni, 2007). Jacks escape route from the train station in Yellow Sky would involve the choice of two roads. The first would have been to get off the train and face the town. The one Jack chose was the second road or choice which was to plan his escape from the train to avoid being seen by the townspeople before he could come up with a plan to introduce his bride. Just as Miss Emily loved Homer, Jack loved his bride and married her whether the townspeople would like it or not and Jack loved his town, but loved his bride more so he married her without talking to the towns people. There are many correlations between Jack and his bride and between Emily and Homer. Both Jack and Emily are in love with their significant other, and both Jack and Emily choose the road of deceit. Jack keeps his marriage a secret from the town and Emily keeps the death of Homer a secret from the town. The two short stories chosen connect in a way that shows the reader how people judge and are prejudice towards others. In the story, The Bride Comes to Yellow Sky, there are several prejudices in the story. For instance when the porter bullied them with skills in ways that did not make it plain to them that they were being bullied (DiYanni, 2007). The porter on the train treated them with all the unconquerable kind of snobbery. He oppressed them in a way they had small knowledge of him doing so (DiYanni, 2007). In the story, A Rose for Emily, the towns people thought the Griersons were snobs in their own right, the towns people thought the Griersons held themselves a little too high for what they really were (DiYanni, 2007). Another part of the story finds Miss Emilys neighbor complaining to the judge about the smell coming from Miss Emilys house. She relates to Miss Emily as a high and mighty Grierson, and wants the judge to do something about the smell coming from the house (DiYann i, 2007). When Miss Emilys father dies, the towns people are glad in a way, saying Miss Emily would somehow now be humanized and learn what it was like to live on little money (DiYanni, 2007). It seems Faulkner and Crane must have been treated with some type of prejudice in their life. Perhaps Faulkner and Crane were prejudice towards others also. One could speculate that both of these writers reflect many personal life experiences in their writings. Prejudice has been around for so long that it may never completely go away. It is sad that people have to deal with this in their everyday lives, and one could argue that this is what makes some stronger and makes others weaker. The stories here both take place in the South, which would make sense as the South is still noted for harboring prejudices. Both authors speak with an apparent knowledge of the South Even though one of them was not born there. Stephen Crane spent quite some time in the South and found the people and towns very interesting. He was originally from New Jersey and instantly fell in love with a woman from Florida. This could have led to his writing about Jacks instant love for his bride from San Antonio. William Faulkner came from a traditional southern family and grew up in Mississippi. Being from the south, his writing knowledge and style are ever present in his stories. He describes southern family traits and customs that are still used today. Some of these would be the hospitality and community atmosphere. Communities do not only affect the language of the author but they also can provide the community of the authors work. Some communities act like an extended family and an author may want to show that aspect. Sometimes an author may wish to write about a close-knit community that knows everyone elses business. Often a writer will write about their community, illustrating certain cultural aspects that they hold dear. All of these can be examples of the writers community coming to life in their own stories. In A Rose for Emily (DiYanni, 2007), William Faulkner shows a community that is very involved with each other. They are constantly talking about what Miss Emily does, what she says, and whom she sees. William Faulkner speaks for the community using the pronoun, we, throughout the story. He describes how the community reacts to Homer Barron trying to court her, At first we were glad that Miss Emily would have an interestà ¢Ã¢â€š ¬Ã‚ ¦ (p. 82). Everyone becomes very interested in Miss Emilys love life. When she buys poison they become worried that she was dumped and will now commit suicide. Then they hear that she bought things for a man and they become happy for her again. This is probably an example of the type of people William Faulkner was around. Another example of a community that is close comes from; The Bride Comes to Yellow Sky. In this story the marshal, Jack Potter, is illustrated as a very important figure in his community. Because he is a prominent figure he feels he committed a crime by leaving Yellow Sky to get married. Additionally, the townspeople speak kindly of the marshal when a former outlaw, Scratchy Wilson, goes on a drunken rampage, I wish Jack Potter was back from San Antonà ¢Ã¢â€š ¬Ã‚ ¦ (p. 487). Jack is responsible for taking care of Scratchy when he gets drunk. Stephen Crane lived briefly in the Old West and more than likely witnessed similar events to that of Scratchy Wilson. Many people have been told they would never make anything of their lives by someone who had judged them before they knew whom they were. They then go on to prove them wrong by getting a degree and making for themselves a good life.    This is what makes so many of the writers stories relevant to their readers. They are able to draw the readers in using some of their own life experiences, which make the readings more interesting and can help the reader relate to the stories. It also enables the reader to become a part of the story. The readers can actually place themselves as a character in the story because many have had some type of prejudice directed towards them at some point in their lives. If one has ever lived in small town America, the description of how the towns people act in both stories The Bride Comes to Yellow Sky and A Rose for Emily are right on the money. Being one from a small town, it reminds me of both stories on how people judge marriage, there is something wrong with a person if they are not married by a certain age and then if some of the elders in the town do not approve of the marriage comments are made. Both stories in so many ways compare to life in small towns, where people have nothing better to do than to spy on someone to see what they can gossip about. As a youth, it did not matter which friends home your were visiting, the adults in that home were your surrogate parents while you were there. Even today, people are watched and dissected according to what they do and dont do as it relates to what is expected. Robert Frost was born on the west coast and then moved to the east coast. His poems deal more with his life in New England and with rural America. His life was hard and riddled with death and depression. Only two of his kids outlived him. His struggle with life and the many crossroads he faced are evident in his poem, The Road Not taken. Reading this poem reminds me of the fact that I am at a fork in the road and I have chosen my path. At this time, I do not know where this road will lead, but am anxious to find out. I found Frosts poem to be very tricky and very deep. The more I read it, the more I enjoyed it. I may have to save this one as it really spoke to me about choices we make. I found myself apprehensive at the beginning of this class. My ability to read and hopefully interpret poems has expanded since starting this course. I was never much into poems, but at least I am beginning to feel as though I can understand what the author is saying through the use of imagery and elements. As this class has progressed I have found through the readings in the class that I enjoyed most of the readings. I have found I now read with an open mind and do not judge a book, short story, poem, or play by its title. I read a story through and then read it again and find that it makes more sense the second time around. In conclusion, I feel the two short stories and one poem I chose can be compared in many different aspects. The three of them tie in very well with each other through conflict and prejudice. Even though the authors come from similar, but different backgrounds of life, they all wrote with their life experiences in mind. The authors had a talent for drawing readers into their stories and poems and kept the readers attention throughout the readings.

The Working Poor Essays -- essays research papers fc

American factories can comprise of about up to 1000 workers. If American factories are shut down and moved to other countries, this takes many American people out of work. Companies are now also importing jobs. This is where employers hire people such as immigrants to work less than minimum wage. For that reason, many Americans are stuck with the other minimum wage, and low-paying jobs that barely get them through life. Because of this, many Americans are working full time jobs that are below the Federal poverty line. These types of people are often called the â€Å"working poor†. Due to this the working poor have to run to welfare. This affects all Americans because taxpayers are the ones paying for welfare. The more jobs that are taken overseas, the more poverty we will have.   Ã‚  Ã‚  Ã‚  Ã‚  It is now said that the middle-class Americans are now becoming the poor in America. According to William H. Jasper of the New American magazine: To stop this job exporting for happening, American middle class workers must combine to force Congress to reverse the destructive policies that are importing foreign workers and exporting our productivity. That means abolishing the H-1B and L1 visa programs, drastically reducing all other levels of immigration, and insisting on credible INS and Border Patrol enforcement levels. It also means defeating all proposals to grant yet another amnesty to millions of illegal aliens who have come to the U.S. since the last amnesty. I...

How to Write a Bad Essay Essay

It is very easy to find any sort of information in the books or internet sites, which can be helpful for those students, who want to write a good essay. Our professors explain us how to organize our work on the essays, how to do a good research or how to create a clear thesis statement. From our friends or classmates we can get a good piece of advice on how to plan, reference and format our writing correctly. However, it is really very difficult to find some useful information for those students, who intend to write a really bad essay. There are no good books or articles, which can help or at least give some ideas for such students. That is why those students, who want to make their essays really bad and unusable, have to spend a lot of efforts and be very creative. In order to write a bad essay, the first and very important steps are to avoid looking for any relevant information and not to do any sort of academic research. It is recommended also not to visit any lectures and not to use any notes of the classmates on the subject. Second, for producing a bad essay it is absolutely essential to spend as less time as possible for your writing. It is good to start working on the essay right before the deadline: this will help you to avoid the temptation to go to a library, consult your professor or look for some reputable scholar sources. The third step is not to do any planning of the writing, especially not to write any outline or summary. The next step of producing a terrible essay is to avoid coming up with any idea or point of the writing. It is also important to keep away from answering the questions of the essay clearly and concisely. Instead, you can write down everything which is unrelated or is currently in your mind. The further step for those students, who want to write a terrible essay, is to be sure that it has no certain clear thesis statement or proper structure, as well as no such components as an introduction, body paragraphs and conclusion. The next essential step is not to be concerned about any plagiarism and stealing someone else’s ideas or thoughts for your essay. Usual â€Å"copy-paste† from an internet source, from a magazine or a book, incorporated into your writing without any citing or referencing, is one of the greatest ways to produce a bad essay. More to the point, it is essential to remember that a bad essay never has anything like a reference page or works cited page. At last, the next stage is to ignore any rules and standards of formatting and place your text randomly on the pages. Furthermore, for making your essay as worse as possible, it is crucial not to spend time for revising or re-reading your writing and ignore all possible rules of English grammar, errors, typos, run-on sentences and other imperfections. It is effective to use wrong words and numerous repetitions in the essay. As a final stage, it is very important not to allow any of your friends or classmates to help you and check out your essay for clarity and content. Finally, the very last idea is to print out your essay on dirty or used paper and be sure that it is late for submission. The majority of people are convinced that it is very easy to write a bad essay, because no special skills or talents are required. Nevertheless, taking into account everything mentioned above, it must be clear for every student that producing a bad writing is, actually, very hard and exhausting job. It takes a lot of attention and a lot of hard work, therefore, not everyone can complete this assignment successfully. In my opinion, writing a bad essay definitely takes more efforts than writing a good essay. Maybe that is why a great deal of students prefer not to get into a trouble and choose not to deal with bad essays. Therefore, I am sure that it is always safer, more interesting and challenging to write good, readable, clear, laconic and fully referenced essays. Works Cited: â€Å"How to Write a Bad History Essay.† Keele University. History School of Humanities. 19 Apr. 2008 .